Fitri Aprianti,2014 Classroominteraction: An analysis of teachers language choise of L1 and TL in EFL
classroom, Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
descriptive qualitative design was expected to be able to explore the division labor of the
teachers’ language choice in teaching English in EFL classroom. In this case, it is also supported by Holloway and Wheeler as cited in Fraenkel et al.,
2012 that basically the qualitative study allows in exploring; behaviors, perspectives, feelings, and experiences in depth.
1.6.2 Site and Participant of the Study
The study was conducted in one of the junior high schools in Majalengka. The participant in this research was an English teacher who has been teaching
English for eighteen years in grade seven. The quantity of the students in the classroom which was observed basically reaches up to 35 students.
1.6.3 Data Collection
This study employed two instruments which those are classroom observation and interview. These instruments were used to get ageneral
description about the teacher’s language choice in EFL classroom. Each of the
instruments will be explained as follow:
1.6.3.1 Classroom Observation
The classroom observation which was equipped by camera recorder was used to get general description about the teacher
’s language choice in EFL classroom especially in terms of the frequency and function of both the target
TL and the first language L1 use in different part of the lesson.
1.6.3.2 Interview
The interview section was aimed to validate the data which was gained from classroom observation Fraenkel et. al., 2012. In addition, at this point the
teacher was asked to reflect her preferences on languages that was chosen to be used in the classroom L1 and TL. At this stage, the queries arising from
classroom observations was also clarified and considered.
1.6.4 Data Analysis
Fitri Aprianti,2014 Classroominteraction: An analysis of teachers language choise of L1 and TL in EFL
classroom, Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
In the process of data analysis, the data which were taken from observation consisted of the transcription of the language use of the teacher in whole lessons.
The transcription has been categorized and synthesized by using Classroom Discourse Analysis CLDA
in order to find out the pattern of the teacher’s language choice and the function of the L1 use in the classroom interaction itself
Suherdi, 2008. In addition, the data which was gained from interview was an interview transcription. The transcription has been explored and coded to get the
teacher’s inner thought towards the language use in the classroom interaction.
1.7 Clarification of the Key Terms
The titl e of the research is “Classroom Interaction: An Analysis of
Teachers’ Language Choices of L1 and TL in EFL Classroom”. In order to avoid
the ambiguity and misinterpretation of the key terms in the title above, the clarification and specification of the key terms will be depicted as follow:
1.7.1 Classroom Interaction In this study, classroom interaction refers as a form of institutional
interaction. In the classroom discourse, the nature of the interaction itself will be likely affected by the need of fulfilling the institutional goal. Therefore, some of
the experts determine the classroom interaction as a form of institutional
interaction, an institutional form of discourse Merritt et al., 1992 1.7.2
Teachers’ Language Choice
Teacher’s Language Choice is described as general choice of language code for the classroom activity Verschueren, 1999. This study is expected to be
able to depict the pattern of the teacher’s language choice particularly to the division labor of each of the language use. Furthermore, as the L1 use is
considered as the marked language use or the language that would not be normally expected in a certain context Fishman, 1965 thus the discourse function of L1 in
teaching TL will also be higlighted.
